S.DS.05.04 plan and deliver persuasive presentations or reports using an informational organizational pattern for a specific purpose (e.g., to persuade, describe, inform) that conveys and supports the point they want to make, while varying voice modulation, volume, and pace of speech to emphasize meaning.
METS-S/NETS-T
NETS-S: 2. Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
Essential Questions:
What students need to know?
How do you edit a movie?
What equipment/software do you use?
Objectives:
Students will film a movie trailer for their fractured fairytale story they have written using flip camcorders and editing their movies on windows movie maker.
Tools and Resources:
Flip camcorder
Computer
Windows movie maker
Props/costumes
Jing video
Smart Board
Rationale:
Most fairy tales have become hit box office movies. Students will be able to create an exciting trailer to their story using props and actors to create a more enthusiastic telling of their fairy tale story.
Sequence of Activities:
Anticipatory Questions/Activity:
Hand out a list of books made into movies. Explain to the students that a lot of film ideas are based off of books and old fairy tales. Let each student know that the will be creating their own movie trailer to the fractured fairy tale they just wrote.
Body of Lesson Plan: Segment #1
(Artifact: link to real world, website, book, picture, etc.)
Segment #2
(Factual information/Vocab
Includes sample feedback loop)
Teacher Question: What are some elements that make a good movie trailer? Student Response: music, graphics, good narration or acting
Teacher Question: What are some things you do not want to include in a trailer? Student Response: all key events, too much information, the end of the movie.
Teacher Question: What things are usually credited in a trailer? Student Response: film studio, and famous actors/actresses.
Students will be working together as acting partner groups so that every person has actors and people to help out with the film.
Segment #4
(Detailed directions on how to complete activity)
Begin with Anticipatory Set
Pass out list of books made into movies
Many old fairy tales have been made into movies. A lot of them are retells, but many have been changed or modernized as well.
Show links to the YouTube movie trailers. Discuss the elements that both the homemade and real movie trailers share.
What are some elements that these movies share? Did you see good narration and editing skills in the homemade movie trailers? Did they give too much away? Did you get the point of the trailer?
After watching and discussing the movie trailers have the students write down things they liked and didn’t like about each movie trailer.
Explain the movie maker assignment
You will use this list you created of your ‘do’s and don’ts’ to help you guide your way through making your own movie trailer. You will be assigned acting partner groups of four so that you can all participate in each other’s films.
Pull up Jing video on how to use movie maker. The video will show how to do the following:
Add the video
Add audio/music
Record voice
Add subtitles
Transition slides.
Next groups will sign out the flip camcorders.
Give students 10-20 minutes to brain storm on ideas for their trailers
Give this project an allotted time of two weeks to complete.
3 Excellent
2 Good
1 Below
Content
Trailer was at least 1 minute long. Trailer made sense to the viewer. It credited a movie studio/famous actors. Did not leave the viewer ‘hanging’ or show too much information.
Trailer was at least a minute long. Trailer made sense to the viewer. It credited a movie studio/famous actor. Left reader hanging or showed too much information.
Trailer was less than 1 minute long. Credited movie studio/actors.
Editing
Editing was seen in the trailer. Music, transitions, narration, and scene cutting was present.
Some editing was seen in the trailer. Music and narration.
One or no editing was applied to the trailer.
Style
The director’s style was clearly seen in the trailer.
The directors style was somewhat seen in the trailer.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
Segment #1
(Artifact: link to real world, website, book, picture, etc.)
Snow White and the Huntsmen
A Cinderella Story
Beastly
Teacher made homemade tralier
youtube
Homemade movie examples:
Thriller Movie
Taylor Swift Movie
Scary Movie
(Factual information/Vocab
Includes sample feedback loop)
Student Response: music, graphics, good narration or acting
Teacher Question: What are some things you do not want to include in a trailer?
Student Response: all key events, too much information, the end of the movie.
Teacher Question: What things are usually credited in a trailer?
Student Response: film studio, and famous actors/actresses.
Vocab: tripod, subtitles, scenes
(Includes multiple intelligence strategy:
Hands-on, small groups, reteaching strategy)
(Detailed directions on how to complete activity)
- Pass out list of books made into movies
Many old fairy tales have been made into movies. A lot of them are retells, but many have been changed or modernized as well.- Show links to the YouTube movie trailers. Discuss the elements that both the homemade and real movie trailers share.
What are some elements that these movies share? Did you see good narration and editing skills in the homemade movie trailers? Did they give too much away? Did you get the point of the trailer?- After watching and discussing the movie trailers have the students write down things they liked and didn’t like about each movie trailer.
- Explain the movie maker assignment
You will use this list you created of your ‘do’s and don’ts’ to help you guide your way through making your own movie trailer. You will be assigned acting partner groups of four so that you can all participate in each other’s films.